Persuasive Paper Part 3: Possible Disadvantages, Answers, with Visuals Homework Help

1. Revise your Persuasive Paper Part 1: A Problem Exists, using feedback from the professor and classmates.

Provide Part 2: Revision of Part 2: Solution to Problem and Advantages (3-4 pages)

2. Revise your Persuasive Paper Part 2: Solution to Problem and Advantages, using feedback from the professor and

classmates.

Develop Part 3: Possible Disadvantages, Answers, with Visuals (1-2 pages, for 7-9 total pages)

1. Included a defensible, relevant thesis statement in the first paragraph.

2. State, explain, and support the first disadvantage (economic, social, political, environmental, social,

equitable, ethical/moral, etc.) to your solution and provide a logical answer. This should be one (1) paragraph.

3. State, explain, and support the second (and third if desired) disadvantage (economic, social, political,

environmental, social, equitable, ethical/moral, etc.) to your solution and provide a logical answer. This should

be one or two (1-2) paragraphs.

4. Include one or two (1-2) relevant visuals that help illustrate an advantage.

5. Use effective transitional words, phrases, and sentences.

6. Provide a concluding paragraph to summarize the proposed solution, its advantages, possible disadvantages, and

answers to the disadvantages. Repeat or paraphrase your thesis statement.

7. Develop a coherently structured paper with an introduction, body, and conclusion.

8. Use one (1) or more rhetorical strategy (ethos, logos, pathos) to explain claims.

9. Support disadvantages and answers with at least two (2) additional quality relevant references. Use at least

eight (8) total for Parts 1, 2, and 3. Note: Wikipedia and other Websites do not qualify as academic resources.
PART 1
Introduction
Gun violence in the United States has become an epidemic trend that threatens humanity. From the intrigues of the

Civil War to the present, over half a million Americans have died in combat; but since 1920, over 1 million

American civilians have been cut short by an illegal firearm (Illinois Sentencing Policy Advisory Council,

[ISPAC] 2013). Among the teenagers of between 15 and 19 years old, the problem of gun violence is particularly

alarming. Research shows that one of every four deaths is attributable to a firearm injury. The Nation’s juvenile

justice system is at a crossroads. There is an increasing disturbing trend in violent crimes committed by

American juveniles, and an alarming rise in abuse, neglect, and gun violence perpetuated against this country’s

youth. In light of this emerging crisis and its complexities, we can no longer afford to focus narrowly on

individual disciplines (Redding & Shalf, 2001). To amicably address the rising levels of juvenile crime

across the United States, especially youth gun violence, all members of the community, including experts in

various policy and academic fields, must chip in. Preventing juvenile delinquency and building safer and

healthier communities is the yardstick to this problem. As a society, we must collectively launch a firm assault

on juvenile delinquency and youth gun violence. Both a vow to early intervention and prevention as well as a

strong emphasis on law enforcement, including a comprehensive regulatory framework must be put in place to end

this menace.
Reducing children’s exposure to gun violence
Putting an end to youth violence should be a top priority for every society and law enforcement agencies in

America. Behrman, Culross, Reich (2002) suggest that reducing youth gun violence should include reducing

children’s ‘exposure to gun violence at home, at school, in the community, or through the media’ (p. 5). Some of

the ways to reduce children’s unsupervised exposure to guns at home include close parental supervision, safe

storage of guns and other weapons, as well as parent education and awareness (Behrman et al., 2002). This view

also finds support in Borowsky, Duke, and Resnick (2005) who argue that addressing the gap between parents’

perceptions of safety and the reality of risk resulting from the presence of firearm in the home can strengthen

the parents’ need to store firearms locked and unloaded or even remove them from the home. Borowsky et al. (2005)

called this clinical or prevention counseling which they suggested should be done at the point of sale. In a

longitudinal study that was conducted between 1992 and 1999, the Centers for Disease Control and Prevention

(2003) found that counseling parents of youths with mental illness as well as those at risk for suicide to take

away or keep guns out of the home, and advising parents to make them aware of firearm practices in the home can

significantly help reduce gun violence among the youth. Borowsky et al. (2005) add that prevention counseling

should also include strategies to limit media viewing as well as exposure to violent role modeling. To make

strengthen parents’ identify with those proposed measures, Hady (2002) suggests that parents should be actively

involved in developing firearm safety practices. According to Chou et al. (2011) preventive measures to exposure

to gun violence among children can prevent violence from developing and can also prevent youths at high risk of

committing violence from doing so.
Social and mental health programs
Preventing youth violence, which is a major contributor to youth gun violence, involves ensuring that at risk

youths have good mental health, social skills, as well as the ability to control their own behavior (Chou et al.,

2011). Consequently, Chou et al. (2011) suggest that at risk youth populations should be identified and offered

social emotional learning so as to help them learn and develop important emotional-management as well as

interpersonal skills. These programs use the model of cognitive behavioral therapy to train youths to understand

how their thoughts affect their actions. In fact, this is currently being implemented in the State of Illinois.

This program should also include helping counseling chronically truant as well as out of school youth get back

into school. This means that the agency charged with this responsibility has to develop an initiative an

initiative to create re-engagement centers that would help families as well as youth re-enroll in school.
For youths who are already at an increased risk for committing violence, it is very important to engage them in

intervention programs to prevent them from going down the violent path. Chou et al. (2011) argue that many youths

turn to violence due to lack of social support as well as opportunities for safe recreation; or because they lack

basic needs like physical as well as mental health needs. In order to achieve this, state agencies charged with

this responsibility can emulate what the State of Illinois is doing currently where the Illinois State Board of

Education and the Illinois Children’s Mental Health Partnership are partnering to provide social emotional

learning (Chou et al., 2011). Using the cognitive behavioral therapy model, behavior therapists can help youth

develop social emotional skills by helping them understand how to interpret social information in a way that

enables them handle conflicts peacefully using skills such as self-control as well as conflict resolution

strategies. Chou et al. (2011) report that after tracking the participants in the study for a year, the

University of Chicago Crime Lab working in partnership with World Sport Chicago found that the program can lead

to significantly less likely to be involved in violent crime. WHO (2010) reports that evidence has shown that

life-skills acquired through social development programs can help youth involvement in violence, improve their

social skills, prevent aggression, and as a result improve their educational achievement. The impact of these

programs have the potential to last into adult-hood, by giving these individuals opportunity to compete in the

job market due to their improved behavior and academic achievement (WHO, 2010).
To make these programs more successful, Chou et al. (2011) suggest that the agency charged with this

responsibility has to carry out evidence-based home visiting. Evidence-based home visiting offers ‘support and

parenting training to low-income, first time mothers’ (Chou et al., 2011, p. 20). Qualified service providers

within the agency visit these mothers in their homes to train them on ways to build strong/parent relationships,

which is a key factor in children’s healthy development. The World Health Organization (WHO, 2010) reports that

these programs prevent at risk children’s maltreatment by improving their parents’ child-rearing skills,

increasing their parental knowledge of child development, and promoting positive child management strategies.

Thus, such programs foster healthy child development and behavior which may significantly reduce violent behavior

in the child’s later life. According to the World Health Organization (WHO, 2010), evidence-based home visiting

has very important health and social benefits since it prevents child mistreatment and maltreatment of mental and

physical health, which reduce childhood aggression, defiant behavior, and violent behavior. Thus, these programs

also promote safe environments in the long-term.
Legislation and regulation of firearm laws
Borowsky et al. (2005) report that the Task Force on Community Preventive Services systematic review of selected

federal and state firearm laws on violence-related crimes. The laws reviewed included bans ‘on specified firearms

or ammunition, restrictions on firearm acquisition, waiting periods for firearm acquisition, firearm registration

and licensing of firearm users, ‘shall issue’ concealed weapon carry laws, child access prevention laws, and zero

tolerance laws for firearms in schools’ (Borowsky et al., 2005, p. 172). However, for every law reviewed, the

Task Force found insufficient evidence to support their effectiveness. Therefore, to ensure effectiveness in the

youth gun-violence control, there needs to be a law that will ensure that gun manufacturers reduce the lethality

of firearms through design modifications, especially those to be sold for private use. Borowsky et al. (2005)

emphasize that changing the design of firearms, especially handguns, has the potential to decrease incidences of

firearm-related injury as well as death among the youth. According to WHO (2010), this would help save many

lives.